NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138214
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: EISSN-2331-186X
Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University
Rind, Irfan Ahmed; Kadiwal, Laila
Cogent Education, v3 n1 Article 1160606 2016
This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data is informed by Bourdieusian notions of "habitus," "field" and "capital." The study found that UoS's institutional policies and practices are shaped by its position in the field of higher education, which shape ESL teaching-learning practices. Specifically, UoS defines its "capital" as "higher education for all", which in practice translates as admitting students from disadvantage groups. To meet English language needs of these students, UoS offers the ESL programme. However, teaching-learning practices of ESL are significantly influenced by UoS's policies related to faculty hiring and development, ESL teachers and administration relationships, teacher-student ratio, assessment, quality assurance, and learning support resources.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pakistan